Polisi MYPIB SMKDSA

Assessment policy

ASSESSMENT POLICY AT SEKOLAH MENENGAH KEBANGSAAN
DATO’ SHEIKH AHMAD

The
SMKDSA Assessment Policy will be made available and accessible to
administration, teachers, parents and students.

PURPOSE
:

The
Assessment Policy adheres to the principles and objectives in the National
Curriculum and the MYP through the support and encouragement of effective
teaching and learning and collaborative planning.

The
purposes of assessment at SMKDSA:

Assessment is used to assess students
according to MYP subject criterion.

Assessment
promotes a deep understanding of subject content by supporting students in
their inquiries set in real –world contexts using approaches to learning (ATL).

Assessment
provides feedback to parents on students’ achievements in written examination
and school-based assessment.

Assessment
motivates and encourages low achieving students during dialogues/one-on-one
conferencing with school administrator and school counsellors.

Assessment
data is used to plan and carry out instruction for students support programme.

Assessment
ensures that learning outcomes are aligned with the National Curriculum and the
MYP.

PHILOSOPHY

We
believe that :

assessment
should be based on principles and guidelines from the National Curriculum and the MYP.

assessment
should support the school’s mission and IB mission statement. The assessments
designed allow students to demonstrate the IB Learner Profile, understanding of
content by inquires in real-world and international contexts through global
context in the MYP and be responsible for students’ own learning through
Approaches to Learning (ATL).

assessments
should be integrated into teaching and learning, promote the development of
higher order thinking skills and be able to monitor students’ progress.

marks,
grades and descriptors provide essential information for teachers to guide
instruction, parents to help support their children’s improvement and for
students to recognize their strengths and weaknesses and opportunities for
growth.

grades
obtained by students should reflect and support the holistic development of the
student by including these components . This would encourage students to take
ownership over their learning process, organizational skills, creativity and
collaboration.

PRINCIPLES
:

To
ensure that assessment, evaluation, and reporting are valid and reliable and
that they lead to the improvement of learning and holistic development for all
students, SMKDSA teachers will ensure that :

assessment
is fair and transparent for all students.

assessment
is ongoing, provides results in the form of grades and descriptive feedback
that is in accordance to the National Curriculum and the MYP.

formative
and summative assessments in the MYP Unit Planner is discussed and collaborated
among teachers teaching the same form
(year).

asssessment
is subjected to an internal process of review and moderation to ensure
consistency and efficacy.

assessment is consistent with the
expectations of the Academic Honesty Policy.

PROCEDURES :

SMKDSA teachers will use the following
school assessment procedures :

Planning for Assessment

The
procedure of assessments will be stipulated in the Assessment Guidebook.

The
Assessment Guidebook will be distributed to all teachers. It will be also be
accessible in the school website and the MYP Resource Room.

MYP tasks are reported with MYP grades and
determined by MYP criterion.

Summative
and formative assessment are integrated into all parts of planning, teaching and
learning for all subjects.

Teachers
plan assessment tasks collaboratively at all years (forms).

Assessment Strategies

Teachers will collaborate to standardise the
marking of assessment to ensure the consistency in the award of summative MYP
criterion level of achievement.

ii. Teachers use a variety of assessment strategies to
allow students to demonstrate their
understanding and learning of the topic or learning area. The
strategies are :

*observation

*selected response

*open-ended tasks

*performance

*process journals

*portfolio assessment

iii. Assessment focuses on both the learning process and the final
demonstration of learning by each
student.

iv. Assessment
tasks will be specific to MYP
objectives, although various categories
of task exist that broadly represented
by the following list :

Assessment
data is used to support, counsel, and motivate students (where necessary ) , in
order to ensure that all students are
given an equal opportunity for success.

Feedback
on Reporting on Assessment

Feedback is provided to parents on students’
achievements in written examination (using
the National Assessment) and school-based assessment (using MYP assessment
criterion). By offering specific
feedback that highlight students’ strengths and addresses area of improvement,
we can help students reflect and set goals so that they can move to the next
level of achievement.

Descriptive
feedback on assessments will be given at appropriate times in order to allow
students to measure their progress and improve (Form 1 – Form 5).

One-on-one
conferencing (students, counsellors and administrators) is scheduled at least
twice a year (Form 3 and Form 5).

Feedback
to discuss summative assessment results will be carried out at least twice a
year for Form 3 and Form 5 students during scheduled parent-teacher
conferences.

E. Determination
of final grades.

When
applying the assessment criteria to student performance, the teacher should
determine whether the first descriptor describe the performance. If the student
work exceeds the expectations of the first descriptor, the teacher should
determine whether it is described by the second descriptor. This should
continue until the teacher arrives at a descriptor that does not describe the
student work; the work will then be described by the previous descriptor. In
certain cases, it may appear that the student has not fulfilled all of the
descriptors in a lower band but has fulfilled some in a higher band. In those
cases, teachers must use their professional judgment in determining the
descriptor that best fits the student’s performance. (MYP: From principles into
practice, p 83)